ABSTRACT Although there are ongoing efforts to support integrated sustainable design, various barriers exist to its implementation. Architectural universities have implemented diverse educational curricula that contain integrated sustainable design. However, the topic is often divided among various courses, and there is typically a separation between theory and practice. This study was conducted by constructing a lecture around project-based learning to enhance the students’ understanding and participation in sustainable integrated design. In the lecture, a theory and simulation method were used for the presentation of an overall lighting environment. Students then selected a space where the lighting environment needed to be improved; they used a previous studio project and found design solutions to improve it. The lighting environment analysis was performed based on the Leadership in Energy and Environment Design (LEED) standards using annual sunlight exposure (ASE), daylight factor (DF), spatial daylight autonomy (sDA), and uniformity using the Sefaira and DIVA simulation programs. A survey was conducted after the completion of all the sustainability lectures. A total of 43 students (8th semester in B. Arch.) responded to the survey, and their feedback on the experience was analyzed to improve the architecture curriculum. Through the curriculum proposed in this study, the students seemed to have the ability to use the lighting environment simulation tools and the ability to utilize the analysis results. In addition, by using scientific analysis to improve the building environment in their own previous projects, the students learned the importance and increased their understanding of integrated sustainable design. The results of this study can be helpful to others in creating a sustainable integrated design education curriculum for architecture students.
Cho et al. (Wed,) studied this question.
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